SCIENCE Planning Document Primary & Secondary University ... · TEACHING & LEARNING EXPERIENCES...

SCIENCEPlanningDocument

Primary&SecondaryUniversityofNotreDame

©TheUniversityofNotreDame2010developedbyCMcGunnigle

CONCEPTMAP(option1)

Concept:Term:1Weeks:10

Science/Technology&EnterpriseEarth and Space Sciences The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078) Processing, Analysing Data and Information Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090) Questioning and Predicting With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231) Compare data with predictions and use as evidence in developing explanations (ACSIS218) Communicating Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093) Materials and Technology Specialisations Characteristics and properties of a range of materials and components, and the suitability and safe practice of their use (ACTDEK023)

ReligiousEducation/SpiritualEducation

EnglishInterpreting, Analysing and Evaluating Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703) Interpreting, Analysing and Evaluating Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning(ACELY1702)

Maths

Data Representation and Interpretation Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119) Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)

Health&PhysicalEducation

TheArtsArt: Skills Development and application of artistic techniques and processes to create artwork (ACAVAM115) Drama: Performance Performance skills and audience awareness (where the performers control the focus) to convey meaning to the audience(ACADRM037)

AUSTRALIAN CURRICULUM General Capabilities: Literacy

Numeracy ICT Critical and creative thinking

Ethical Behaviour Personal and social Competence

Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons) • To capture student interest and find out what they know about XXXXX

• To elicit students’ questions/ prior knowledge about XXXXX • Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning

• experiences

TERM/WEEKS: 1 Term YEAR LEVEL: Year 5 LEARNING AREA/TOPIC: Earth and Space Sciences

FORWARDPLANNINGDOCUMENT

WEEK/LESSON

AUSTRALIANCURRICULUMLINKS

SPECIFICLESSONOBJECTIVE

ASSESSMENT(what&how)

TEACHING&LEARNINGEXPERIENCES

(includelearnerdiversity)

KEYQUESTIONS

RESOURCES

ScienceUnderstand

ing

ScienceasaHuman

Endeavour

ScienceInquirySkills

1

ACSSU078

ACSIS231

Students will: 1. Use their sense of hearing to help stimulate ideas of what the next science topic is. 2. Need to each contribute an question onto the wonder wall to investigate later.

DIAGNOSTIC Pose Questions: - Teacher will pose questions to see what kind of information students already know about the solar system. Teacher will have a simple class list to ticket which students are answering questions. Anecdotal notes: - Teacher will have sticky note with them to record which students are contributing

Motivation: Activity 1: All students will be given a blind fold to put on and a blank piece of A4 paper before the teacher begins the lesson. 1. Teacher will play a sequence of sounds/music which they students will listen to. - Sounds/music should relate to space without students knowing it until they listen. Sounds should stimulate curiosity for students. 2. Whilst the sounds/music are being played students will use the blank paper to draw what they think they are hearing, whilst keeping the blind fold on. - Teacher will have 4 sounds/music to allow students to listen to. 3. Once all sounds have been played teacher will hold a class discussion around the sounds that have been heard. *Use key questions* Body: Teacher is going to write on the whiteboard suggestions of what students might think the next topic of work is going to be. 4. Teacher will stick on the board a poster which says Solar System. *Pose Questions*

Motivation: 1. Why might I ask you to use your sense of hearing to help stimulate thought? Body: 2.What is the solar system? 3. Who can tell us what things make a solar system? 4. What is in the middle of the solar system? 5. How many planets are in the solar system? 6. What is our solar system called? Closure:

Motivation: 1. 1 X A4 piece of paper per student 2. 1 X blind fold per student 3. 5 X different sounds/music which represent space 4. Students pencil case Body: 1. Solar system poster Closure: 1. Wonder wall posters to stick 2. Sticky notes for students

information to the brainstorm.

5. Teacher will write answers on the board around the poster, creating a brainstorm. Learner Diversity: Depending on student ability/disability teacher will individually change the listening activity to cater for student in the class. Closure: Wonder wall 6. Teacher is going to introduce the ‘Out of this world thinking’ wonder wall. 7. All students will be given a sticky note which they all must write something on to stick onto the wonder wall before leaving the class/moving onto the next unit of work. *Key question for students to answer* Safety: 1. Do not walk around with blind folds on 2. If a student is putting other students in danger by using the blind folds they will not get to participate in the activity and will be dealt with by the teacher.

7. What do you want to find out about the solar system?

5E’s- EXPLORE (2-3 lessons) • To provide hands on, shared experiences of XXXXX

• To support students to investigate and explore ideas about XXXXX • Formative assessment

WEEK/LESSON






KEYQUESTIONS

RESOURCES

ScienceUnderstand

ing

ScienceasaHuman

Endeavour


2

ACSSU078

ACSSU078 ACSIS231

Students will: 1. Use iPads to explore the role of the sun by scanning QR codes. 2. Complete a worksheet relating to information provided by the QR codes.

FORMATIVE Work Sample: - Students completed worksheets will be collected as proof of individuals understanding the role of the sun. *Work will be collected to put into student portfolio* Pose Questions: - Teacher will stimulate students thought by posing challenging questions to help extend understanding.

QR codes and iPads to be set before the classroom before class starts. Motivation: 1. Key question asked by teacher 2. Video from youtube will be played:

Sun 101 – National Geographic 3. Key question re-asked by teacher Body: Students will work in pairs to complete the activity.

- All students are to complete their own worksheet 1. Using iPads students will start by scanning 1 of the 3 QR codes provided around the classroom. 2. QR code photographed will take students to either a website or video. 3. Students must read/watch the video to complete the worksheet for the corresponding QR question. 3. Students to repeat steps 1 and 2 until all QR codes have been scanned and activity sheet is completed. Learner Diversity: - 2 different types of worksheets:

1. Enable – Worksheet for all average students. 2. Extension – Worksheet will be altered to challenge students and their inquiry skills.

Closure: 1. All students to be given a sticky note 2. Must write something they learnt about the sun and stick it on the board. 3. Teacher to read a few out before proceeding. Safety Concerns: 1. Using IPads respectfully within the classroom.

Motivation: *Before video* What might the role of the sun be in our solar system? *After video* What is the role of the sun? Why is it important to have in our solar system? Body: Questions to ask students whilst they are completing the worksheet: 1. Why is the sun the most important star in our solar system? 2. What are the gases which make up the sun? 3. Predict what would happen if the sun died?

Motivation: 1. Youtube: Sun 101 – National Geographic https://www.youtube.com/watch?v=2HoTK_Gqi2Q&t=115s Body: 1. 3 X different QR codes 2. Classroom set of iPads 3. Worksheet for students to complete. (Both Enable and extension) 4. Students pencil case Closure: 1. Sticky notes for all students

2. No running when moving around the classroom.

5E’s- EXPLORE (2-3 lessons) • To provide hands on, shared experiences of XXXXX

• To support students to investigate and explore ideas about XXXXX • Formative assessment

WEEK/LESSON






KEYQUESTIONS

RESOURCES

ScienceUnderstand

ing

ScienceasaHuman

Endeavour


3

ACSSU078

ACSIS231

Students will: 1. Use information posters to complete the booklet within the time of the lesson. 2. Work collaboratively with peers in the group to help one another during rotation period.

FORMATIVE Work Sample: - Students work will be collected as an assessment piece. *Work will be collected to put into student portfolio* Pose Questions: - Teacher will stimulate students thought by posing challenging questions to help extend understanding.

Motivation: Teacher will recap what from what was learnt last lesson.

- Class discussion Followed by teaching the students a mnemonic to remember the planets. “My Very Excited Mother Just Served Us Nachos” Body: Rotation Activity All students are going to be given a solar system flip book to complete. 9 stations set up (each representing either a planet or sun). 1. Teacher will allocate students to different stations around the classroom. (2-3 students per station). 2. At each station students will have information sheets about the planets which they must read to fill out the booklet. 3. Students will have 5 minutes at each station before teacher rotates around. (Teacher can use rocket timer on the projector). 4. Student and teacher will repeat steps 1 – 3 until all students have been to each information sheet. *Activity may span into 2 lessons to ensure students complete the activity efficiently* Learner Diversity: - 2 different types of worksheets:

1. Enable – Students needs to read and fill in booklet 2. Extension – Students will need to read and fill in more questions about the planet/sun.

Motivation: 1. What area of the solar system did we explore last lesson? 2. What is the role of the sun in our solar system? 3. What might we be looking at today? Closure: 1. What is one important fact learnt about each of the planets? (Go through each planet, 1 facts learnt) 2. What are Earths neighbouring planets? 3. Who remembers the mnemonic we learnt at the start of the lesson?

Motivation: 1. Poster of the mnemonic teacher is going to teacher students Body: 1. 9 X information sheets (each different planet/sun) 2. Booklet for 1 X per student. (Both enable and extension) 3. Rocket timer online https://www.online-stopwatch.com/rocket-timer/ 4. Students pencil case

Closure: 1. Class discussion before moving onto the next unit of work. Safety Concerns: 1. No running when moving around the classroom.

5E’s- EXPLAIN (1 lesson) • To support students to develop explanations for experiences and make representations of developing conceptual understandings

• Formative assessment

WEEK/LESSON






KEYQUESTIONS

RESOURCES

ScienceUnderstand

ing

ScienceasaHuman

Endeavour


4

ACSSU078

ACSIS090 ACSIS231 ACSIS218

Students will: 1. Work together in collection data to record in the table. 2. Peer teach to other students in the class about the data they collected and what it means.

FORMATIVE Work Sample: - Students work will be collected as an assessment piece. *Work will be collected to put into student portfolio* Checklist: Using the student work sample teacher will checklist student ability to collect data according to the outcome. Anecdotal notes: - Teacher keep record of students who are participating during classroom activities. - Students who are working as a group in closure activity.

Motivation: 1. Teacher is going to revisit the wonder wall students looked at on the first introduction/engage lesson. 2. Teacher is going to see if any of the questions students had previously written, have already been answered or if any student has other questions they want to find out. - Great way to get students to stimulate their own questions to investigate. 3. Students also will be given opportunity to write new questions to stick onto the wall. Body: - All students will be creating a table based on the information they collected in their booklet about the 8 planets. 1. Students are to work in groups and will focus on one planet per group. (Should be 9 groups) 3. Groups will be given 15 minutes to work collaboratively together to gather and record information. Table must include information about all 8 planets, and: - Temperature of each planet - Distance from the sun - How big the planet is in diameter - Length of year (how long it takes to do 1 full orbit of the sun). After the time is up, new groups will be formed. - Each person from the groups will split up to create groups so now there are mixed groups from different planets. 4. Peer teaching – each student will have time to teach the rest of the group about what they found when creating their table. 5. Students will record the different criteria before allowing another member to speak.

Motivation: 1. What have we learnt so far about our solar system? 2. What do we still have to find out? 3. What might be something new you want to investigate? Body: 1. Why might planets be different shapes? 2. What do you notice about planets that are closer to the sun, then further from the sun? Closure: 1. Do you think humans could live on another planet? Why? 2. Predict would happen if on planet dropped from its orbit? 3. After learning a bit about the solar

Motivation: 1. Wonder wall (should be set up as a display in the classroom) 2. Sticky notes if students want to write more questions. Body: 1. 1 X blank A3 piece of paper for each student 2. Students pencil case

As the end result students should have a completed table, or at least close to finishing. Learner Diversity: - 2 different worksheets for students

Enable: Students with low ability will be given a template with already set out tables for students to then fill in the information. (this worksheet will only be used for students with below average ability) Extension: Majority of students will be given a blank piece of paper to challenge their ability to create a table and record data.

Closure: Teacher will use the technique of think-pair-repeat, Students will be paired with their shoulder partner to do this small activity. 1. Teacher will ask questions (using key questions) 2. Students will be given 30 seconds to have a think of their response then, 3. Each couple will be given 1-2minutes to share what they have thought, and then, 4. The teacher will ask couples to repeat back to the class what their partner said to them.

EG: “Nat said…”

Safety: 1. No running in class 2. Respecting property of others

system, why do we get different seasons throughout the year?

5E’s- ELABORATE (1-2 lessons) • To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation

• To use investigative/ inquiry skills • Summative assessment of science inquiry skills

WEEK/LESSON






KEYQUESTIONS

RESOURCES

ScienceUnderstand

ing

ScienceasaHuman

Endeavour


5

ACSSU078


Student will: 1. Use the time given in class to construct a poster focusing on placing the planets around the sun according to their distance from the sun. 2. Incorporate into their drawings all distance measurements on the poster.

SUMMATIVE- Science Inquiry Skills Work Sample: - Students work will be collected as an assessment piece. *Work will be collected to put into student portfolio* Quiz: - The quiz will be used to help test students’ knowledge on all thins learnt in science. - Teacher to record for each question which students got it right/wrong. Rubric: - Teacher is going to just a rubric to mark students work, in terms of assessing their

Motivation: 1. Teacher is to take students out onto the school oval. 2. Students should be separated (depending on size of class) into groups of 9. (2-3 groups of 9 students) 3. Each student will be either a planet or the sun. - Students are going to use their previous knowledge from last lesson to arrange themselves into a human solar system, with assistance from the teacher if required. - Remind students distance from the sun information which can be useful. Body: *Students are back in class now* Use table created from last space lesson. 1. Students are going to draw their own solar system diagram. 2. All students to use the table they created to estimate the different planets and the distance they are from the sun. Criteria: Drawing must include: - Each planet and the distance listed on the diagram - Each planet much be a similar colour to its true colour 3. Students should only need the one lesson to finish the drawing. (Otherwise can be extended to next lesson, or continued as finish off work). *Key questions to be asked throughout activity* Learner Diversity: - 2 different types of diagrams

1. Enable – Students need to add drawing and size of planets. 2. Extension – Students need to add an extra piece of formation under each planet.

Motivation: Questions which can be used in the group: 1. What planets are next to each other? 2. How far away should they be to the sun? 3. Is the sun in the middle of the solar system? Body 1. Using the table, what do you think happens to the temperature of the planets depending on their distance from the sun? Closure: Teacher is to use Kahoot questions to elaborate on the questions.

Activity: 1. 1 X A3 blank paper 2. Students need their planet table to help them complete activity Closure: 1. Kahoot.it for students to play: Year 5 Space Kahoot – https://create.kahoot.it/details/year-5-space-kahoot/62d439a1-4452-4bb8-9508-3b702340d4ef

skills to follow criteria.

Closure: 1. Teacher is going to set up Kahoot for students to play. - Acts as practice for their final test next lesson. Kahoot.it: Year 5 Space - https://create.kahoot.it/details/year-5-space-kahoot/62d439a1-4452-4bb8-9508-3b702340d4ef Safety: 1. Respecting technology within the class room 2. No running around with iPad

5E’s- EVALUATE (1 lesson)

• To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX • Summative assessment of science understanding

WEEK/LESSON






KEYQUESTIONS

RESOURCES

ScienceUnderstand

ing

ScienceasaHuman

Endeavour


6

ACSSU078


Students will: 1. In groups of 4 create a multi-modal text which sumarises what they have learnt throughout the unit of work. 2. Answer all the key questions asked to answer in their presentation. 3. Work collaboratively with their peers to get their work completed and ready to present.

SUMMATIVE- Science Understanding Quiz: - The quiz will be used to help test students’ knowledge on all thins learnt in science. - Teacher to record for each question which students got it right/wrong End of unit rubric: - Teacher is going to collect students presentations (whatever form they are in) and marl them according to a rubric. Final portfolio: - Teacher will collect all work samples

Motivation: 1. Teacher is going to revisit the Kahoot students did last lesson. Kahoot.it: Year 5 Space - https://create.kahoot.it/details/year-5-space-kahoot/62d439a1-4452-4bb8-9508-3b702340d4ef - A Kahoot helps students to revisit what they have previously learnt throughout the term. Body: Multi-modal Activity: Using the worksheets, tables, poster made last lesson students are not going to create a summary short presentation about what they have learnt over the term. 1. Students are going to work in groups of 4. - Each student will be given a job:

1. Being the scriber/person typing on the keyboard 2. The speaker for when the students make a short presentation to the class 3. In charge of helping to find the information to answer questions. 4. Keeping all students on task

*All group members should help one another out and work as a team* No group will have the same form of multi-modal text. Teacher can choose from: 1. Acting out what they have learnt (in this case all students are to participate) 2. Create a news report, using recording features on the iPad 3. Presentation on google slides 4. A poster

Motivation: Teacher is to use the Kahoot questions to expand on questions. Body: Questions for each group to answer: 1. Why are the planets simply floating in space? 2. Why is it important to learn about space? 3. Write 3 interesting facts about what you have learnt (it can be anything, just needs to be factual) 4. What is the relationship between the sun, moon and Earth? 5. Next time what would you want to learn about? Closure:

Motivation: 1. Kahoot.it for students to play: Year 5 Space Kahoot – https://create.kahoot.it/details/year-5-space-kahoot/62d439a1-4452-4bb8-9508-3b702340d4ef Body: 1. Classroom set of iPads for groups who need for recording, creating a google slide, and poster paper

throughout unit of work and each student will put their work into their own portfolio to show the progress and achievements throughout the unit.

5. An oral presentation, using the form of story-telling. Leaner Diversity: All students are to participate with the activity given. Teacher will able to make adjustments for individuals who require extra assistance.

- Teacher will choose based on student’s ability which category best suits the individual.

Closure: 1. All groups are going to have the opportunity to present their end of topic presentation to the class. Teacher will assess students based on their presentations. Safety: 1. Respecting school property. EG. Laptops, computers, IPads 2. respect other students and their property.

Teacher to help students expand their answers by asking probing questions to help challenge students thoughts.

SCIENCE Planning Document Primary & Secondary University ... · TEACHING & LEARNING EXPERIENCES...

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Transcript of SCIENCE Planning Document Primary & Secondary University ... · TEACHING & LEARNING EXPERIENCES...